Acceso usuarios
The main aim was to evaluate the effects of instructional history as a determinant of the control exerted by instructions and feedback on the performance of a conditional discrimination task. The 40 college students who participated were trained in a first-order, matching-to-sample procedure.
One group (n= 10) was exposed to three phases with congruent instructions, followed by a fourth phase in which the instruction given was incongruent (Congruent Instruction Group). The second group (n= 10) was exposed to four phases but always received incongruent instructions (Incongruent Instruction Group). Both groups received feedback for each response. In the other two groups, minimal instructions were used, but subjects in one received feedback (Feedback Group), and the other did not receive it (No feedback Group). For all groups, after each experimental phase, a test session with different stimuli, minimal instruction, and no feedback was introduced. Correct responses were recorded. Data showed an instructional control in the Congruent and Incongruent groups compared to the control exerted by feedback. Nine of the ten participants from the Feedback Group showed markedly better performance than participants from the No feedback Group. The role of interaction between instructional history and current contingencies in controlling human behavior on conditional discrimination tasks and the functional property of instructional control is discussed
